The learning paradox and the learning miracle: thoughts on primary school mathematics education

2003 ◽  
Vol 24 (2) ◽  
pp. 96-121 ◽  
Author(s):  
Marja van den Heuvel-Panhuizen
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
School Mathematics ◽  
Primary School Mathematics ◽  
Learning Paradox

Solving a Triangle in Teaching Primary School Mathematics

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Ivanka Mincheva
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Basic Problem ◽  
Short Description ◽  
School Mathematics ◽  
Sample Solution ◽  
Mathematical Software ◽  
Primary School Mathematics ◽  
Main System

The paper studies solving a triangle in primary school mathematics education. It proposes a system of problems reflecting the classification of the concept of triangle according to the sides and the angles. Each subsystem of a given main system includes a basic problem with generalized formulation and a sample solution followed by problems illustrating the basic problem. The methodological analysis encompasses some didactic components – short description, construction/drawing, sample solution, necessary component concepts, component pieces of knowledge and component problems. All drawings in the study have been made by using the mathematical software GeoGebra in order to ensure dynamism and clarity, and subsequently to achieve easier understanding of a problem and finding out its solution.

scholarly journals Evaluation of teachers' views on the use of learning technologies in mathematics lessons in preschool and primary schools

2021 ◽  
Vol 13 (4) ◽  
pp. 707-720
Author(s):  
Kinzhibayeva Fariza ◽  
Akpayeva Assel ◽  
Yergalieva Gulzhan ◽  
Mynzhassarova Marzhangul
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Primary Schools ◽  
Structured Interview ◽  
Learning Technologies ◽  
School Mathematics ◽  
Learning Methods ◽  
Primary School Mathematics ◽  
Use Of Technology ◽  
Methods And Techniques

The purpose of this research is to evaluate the problems encountered in the process of realizing the continuity of preschool and primary school mathematics education and to determine the use of technology in mathematics education in line with the opinions of teachers. The research is a phenomenological study within the scope of qualitative research method. The research was conducted with 40 classroom teachers working in various primary schools in the province of Almaty, Kazakhstan, in the 2020-2021 academic year. The research data were collected with a semi-structured interview form prepared by the researcher and consisting of five open-ended questions, and analyzed with the descriptive method. As a result of the research, students were found to be prejudiced against the course, and the inadequacy of course materials, learning methods and techniques, and course activities were shown as the reasons that negatively affect education. In addition, it has been determined that the rate of teachers to prefer classical methods in education is much higher than new learning methods and techniques and use of technology. Keywords: Mathematics; mathematics education; preschool mathematics education; primary school mathematics education; teachers’ opinion.

scholarly journals Gaining Entrepreneurship Skills with the Activities Designed Related to Primary School Mathematics Curriculum: The Case of Turkey

2020 ◽  
Vol 13 (2) ◽  
pp. 93-112
Author(s):  
Elif Nur AKKAŞ ◽  
Murat TARHAN ◽  
Ülkü AYVAZ
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Process Data ◽  
Five Dimensions ◽  
Primary School Mathematics ◽  
Grade Levels ◽  
Analysis Process ◽  
School Mathematics Curriculum

Abstract: The aim of this study is to gain entrepreneurship skills with activities in mathematics education. With this aim, the Primary School Mathematics Curriculum was examined by the researchers. In this process, data were collected using a document review form developed by the researchers within the framework of Tarhan (2019a). According to this framework, entrepreneurship education includes five dimensions, namely business idea, finance, product design and production, promotion and marketing, investment. Obtained data was analyzed by document analysis method. Through the analysis process, the objectives of the program related to the entrepreneurial skills were determined and the activities were designed in line with these objectives. As a result, it was determined that the activities prepared in order to gain entrepreneurship skills in the Primary School Mathematics Curriculum were not compatible with each grade level and each learning domain. This suggests that some of the objectives are not compatible for gaining entrepreneurship skills. Therefore, any activities could be designed related to objectives and learning domains at some of the grade levels. Moreover, it was also found that there were any studies in mathematics education involving the creation and application of mathematical activities by addressing entrepreneurship elements systematically (dimension, subject, skill, value).

scholarly journals ASSESSMENT BELIEFS AND PRACTICES IN PRIMARY SCHOOL MATHEMATICS EDUCATION IN BRAZIL

2022 ◽  
pp. 12-21
Author(s):  
Jutta Cornelia Reuwsaat Justo ◽  
Ednei Luís Becher ◽  
Marja van den Heuvel-Panhuizen ◽  
Michiel Veldhuis
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
School Mathematics ◽  
Beliefs And Practices ◽  
Primary School Mathematics ◽  
Assessment Beliefs ◽  
Education In Brazil

Report on Primary School Mathematics Education in the People's Republic

1984 ◽  
Vol 32 (3) ◽  
pp. 34-37
Author(s):  
Robert L. Madell ◽  
Jerry P. Becker
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Cultural Revolution ◽  
School Mathematics ◽  
National Council ◽  
Republic Of China ◽  
Primary School Mathematics ◽  
Mathematics Educators ◽  
The U.S ◽  
The Cultural Revolution

In 1980, fourteen American mathematics educators visited the People's Republic of China. The visit, sponsored by the U.S.-China People's Friendship Association, followed a fall 1977 visit sponsored by the National Council of Teachers of Mathematics (Madell and Becker 1979). But significant changes have occurred in China since then. Of particular interest to teachers is that the system of education, jolted by the Cultural Revolution (1966-76), is now being thoroughly reorganized.

Sign in / Sign up

Export Citation Format

Share Document